Brandon Sherman
Education
Professional Bio
Brandon Sherman is an education researcher, teacher educator, and educational theorist. Brandon employs qualitative and mixed methods research to conduct inquiry into teacher professional learning and dialogic teaching and learning. His research has focused on instructional coaching, educational technology, and family/school partnerships. He believes in theory development informing teacher practice and experience, as well as the converse. At the heart of his work is an interest in ways that agency can be found, fostered, and asserted in learning, growth, and interaction, whether amongst teachers, language learners, or researchers. He works with sociocultural, dialogic, and critical theories of learning, as well as non-linear theories (such as post-humanism, complexity theory, and agential realism). He works to develop models of professional learning supporting transdisciplinary research. His current research interests include developing instructional coaching for English language teachers in international settings and exploring ethical and effective principles for the use of generative artificial intelligence in teaching and learning. As Assistant Director of the Center for Language Acquisition, he works to facilitate research and development of language acquisition theory and practice. He has ten years of experience teaching English as a Foreign Language in Ukraine and South Korea. He has been a US Peace Corps volunteer and has completed an English Language Programs Specialist project. He has published in Teaching and Teacher Education, System, TESOL Quarterly, TESOL Journal, AERA Open, and Education Philosophy and Theory.
Selected Publications
Sherman, B., Teemant, A., & Prada, J. (2025). Teachers as the nexus of multilingual theory and practice: A teacher’s journey of becoming. System, 131. https://doi.org/10.1016/j.system.2025.103664
Sherman, B., Morita Mullaney, P., & Renn, J. (2025). Speaking up, pushing back, closing the door: The agency of open and covert teacher resistance in dual language bilingual education. AERA Open. Advance Online Publication. https://doi.org/10.1177/23328584241311818
Teemant, A., Upton, T., & Sherman, B. J. (2024). Inclusive learning communities: An English learner framework for all educators. TESOL Journal. https://doi.org/10.1002/tesj.798
Haneda, M., Madany-Saa, M., Teemant, A., & Sherman, B. (2024). Tensions in school context and teacher praxis in equity-oriented professional learning. Teaching and Teacher Education, 140, 104480. https://doi.org/10.1016/j.tate.2024.104480
Sherman, B., & Teemant, A. (2023). Pedagogical coaching as identity work: Cultivating and negotiating ESL teacher identity narratives. Journal of Language and Identity in Education. Advance Online Publication. 10.1080/15348458.2023.2224000
Sherman, B. (2023). Unraveling the EFL expat: Challenging privilege through Borderlands and Asia as Method. Asia Pacific Education Review. 24, 239-250. 10.1007/s12564-022-09790-5
Sherman, B., & Teemant, A. (2022). Unravelling effective professional development: A rhizomatic inquiry into coaching and the active ingredients of teacher learning. Professional Development in Education, 47(2), 363-376. https://doi.org/10.1080/19415257.2020.1825511
Sherman, B., & Teemant, A. (2022). Agency, identity, and power: An agentive triad model for teacher action. Educational Philosophy and Theory, 54, 1464-1475. https://doi.org/10.1080/00131857.2021.1929174
Teemant, A., & Sherman, B. (2022). Coaching content teachers toward pedagogical equity for multilingual students. The European Journal for Applied Linguistics and Teaching English as a Foreign Language, 11(1), 169-187.
Haneda, M., Sherman, B., Nebus Bose, F., & Teemant, A. (2019). Ways of interacting: What underlies instructional coaches’ discursive actions. Teaching and Teacher Education, 78, 165–173. https://doi.org/10.1016/j.tate.2018.11.017